I am wishing for a fish. I will not rush. I am wishing for a fish. Shh . . . hush, hush,
hush. Did I get one? Wishing for a Fish. P OEMS TO B UILD R ECOGNITION OF ...
Perfect Poems With Strategies for Building Fluency: Grades 1-2 © Scholastic Teaching Resources
POEMS
TO
BUILD RECOGNITION
OF
P H O N I C S PAT T E R N S
AND
SIGHT WORDS
Wishing for a Fish I am wishing for a f ish. I will not quit. I am wishing for a f ish. I sit and sit. I am wishing for a f ish. I will not rush. I am wishing for a f ish. Shh . . . hush, hush, hush. Did I get one?
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Instructional Routine
POEMS
—TRAD
Scholastic Teach ing Resources for Building Fluenc y: Grades 1–2 With Strategies
POEMS
ITION AL
TO
GNITI BUILD RECO
ON OF
PHONICS P
AND AT T E R N S
DS SIGHT WOR
Te r r ific To e s
With Perfect Poems
y: Grades Building Fluenc Strategies for
1–2
ing Scholastic Teach
Resources
—TRADI
STEP 5: Provide time throughout the week for students to practice reading aloud their poems. Circulate and listen in. Provide feedback on key aspects of fluent reading. Then, allow students to share their readings at the end of the week.
L TIONA
s, terrif ic toe I have such es. erever I go with me wh I take them t, fantastic fee I have such t. ll smell swee at, they sti No matter wh s, toe d an t t and fee Toes and fee se. f ine as tho ng else as There’s nothi 53
POEM
S FO R
REPEA
TED
Te n i n the B ed —AN
READI
NGS
ONY MOU S
There
were ten in and th the b e little ed one sa “Roll o id, ver, ro ll over. ” So the y all ro lled o Four h ver and it the four fe f loor and g ll out. ave a They k shout! ept on rolling Three a nd hit the three f loor fell out and g . They ave a kept shout! on ro lling a Two h nd tw it the o fell f loor out. and g ave a There shout! was o ne in and th th e bed e little one sa “Good id, night! ”
Schola stic Tea ching Resour ces Perfect Poems With Stra tegies for Buildin g Fluenc y: Gra des 1–2
Poems are like language amusement parks; they represent the works of those playing with language in rhythmic and creative ways. Sharing the joys of written language with students is a wonderful and valuable gift.
PHRASING
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STEP 3: Do an echo reading of the poem. Read aloud each stanza and have students repeat using the same pace, accuracy, and expression. STEP 4: Assign the poem to partners, small groups, or individuals based on the goal of each poem. For example, poems designed for repeated readings should be assigned to individuals, whereas poems for choral readings should be assigned to small groups.
AND
If all the sea s were one sea, What a great sea that wo uld be! If all the tre es were one tree, What a great tree that wo uld be! If all the ax es were one ax, What a great ax that would be! And if all the men were one man, What a great man he would be! And if the gre at man took the great ax , And cut down the great tre e, And let it fal l into the gre at sea, What a great SPLASH that would be!
Perfect Poems
STEP 2: Read aloud the poem. Highlight one or two aspects of fluency, such as intonation or phrasing. Discuss these aspects of fluency and model them using selected sentences or phrases from the poem.
B U I L D I N TO N AT I O N
If A ll th e S e a s
Use the following routine for introducing each poem. STEP 1: Distribute copies of the poem or write the poem on chart paper. As an alternative, make a transparency of the poem and show it on the overhead projector.
TO
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Perfect Poems With Strategies for Building Fluency: Grades 1-2 © Scholastic Teaching Resources
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